Career & technical educationSchool Improvement Plan (SIP)
MIDDLE AND SENIOR HIGH SCHOOL
EXAMPLE GOALS: Increase student enrollment in middle school CTE courses by XX%. OR Increase student achievement in Senior High School Career and Professional Education (CAPE) academiesby XX%Anticipated Barriers / Strategies / Action Steps / Process
CTE teacher is not certified with industry certification.
Students not prepared for certification exam in timely manner.
Enrollment is not strong enough for student completion of CTE program or acquiring skills necessary for certification. / CTE Teachers implement CTE programstate curriculum standards, program sequence of courses, including pacing of activities for industry certification as outlined within CTE professional development activities. /
- CTE teacher attends Professional Development Institute(PDI) sessions during summer and fall training for instruction in certification skills.
- Monitor and review student schedules with CTE teachers and guidance, to ensure enrollment of intermediate and advanced level courses, building strong academies.
- CTE teachers integrate industry certification preparation strategies at every level of program courses.
- Provide opportunity for CTE teachers to attend training of how to read and use data for differentiated instruction for industry certification preparation. (FCAT, FAIR or student LEXILE reading levels.)
- CTE teachers implement baseline, practice and/or readiness exams or activities throughout instruction.
- Teachers and administrators attend FACTE and other state teacher conferences in summer or fall of 2012 for curriculum and technical updates.
- Promote student development of certification goals and student awareness of industry certification timelines.
- Promote posting of certification information and timelines in classrooms, disseminate information to parents.
- Encourage articulation of middle and high school feeder pattern programs through school visits, recruitment activities or combined projects.
Goal example: Strengthen career academy structure increasing the use of Career Academy National Standards of Practice.
Anticipated Barriers / Strategies / Action Steps / Process
Career academy students not in cohort schedule with academic and CTE teachers.
Curriculum not aligned to career theme across all disciplines. / Use Project Based Learning to focus career themed instructional planning between CTE and academic teachers for students in cohort schedules.
Provide opportunities for CTE and academic teachers to develop and implement integrated curriculum.
Schedule career academy students in cohorts with common academic and CTE instructors. /
- Arrange for common planning or lesson study time to develop integrated lessons with all academy teachers.
- Conduct self-assessment of career academies using National Career Academy Coalition (NCAC) or Career Academy Support Network (CASN) resources.
- Implement best practices of integrating CTE content with literacy skills using Achieve 3000 online program (select schools.)
- Encourage or provide training in Project Based Learning elements (online course Fall 2012 and Spring 2013.)
- Participate in Math-in-CTE or other integrated curriculum development, partnering CTE and Mathematics teachers.
- Promote the use of Discovery Education resources for background information of STEM scientific principles of CTE content. (Attend training Fall 2012.)
- Encourage training and implementation of NGCATER model of reading instruction of complex material based on career themes (training Fall 2012 and Summer 2013.)
- Attend online PD “Unwrapping CTE Standards” (Fall, Winter and Spring 2012)
- Include CTE instruction within school instructional focus calendar.
- Plan activities school-wide during CTE Month (Feb. 2013.)
Monitor and review student schedules, to ensure building pipeline for intermediate and advanced level courses.
Example Goal: Increase opportunities for STEM applied learning by increasing opportunities for students to participate in CTSO career and technical skill competitions by XX%.
Anticipated Barriers / Strategies / Action Steps / Process
Teachers not trained as CTSO advisors to provide technical and leadership support required for CTSO student achievement.
Teachers not trained in Project Based Learning instructional frameworks.
Teachers not trained in adding rigorous problem-solving activities to lessons. / Utilize Career Technical Student Organization (CTSO) Career Development Events and related curriculum aligned to appropriate CTE program to increase rigor, relevance, and opportunities for STEM activities. /
- Begin or increase enrollment of CTSO aligned to CTE program curriculum standards.
- Teachers attend curriculum and leadership CTSO Advisor training at the district and /or state level.
- Align curriculum to appropriate CTSO, and/or other competitions, such as: Miami- Dade County Fair, NFTE, Fairchild Challenge or other district-approved competition curriculum.
- Implement (or develop) career development events lesson plans using Project Based Learning instructional elements.
- Develop a timeline of training, attending informational workshops; and plan for meeting deadlines for event registration, etc.
- Provide opportunities for students to apply literacy skills, STEM principles, as well as leadership skills solving real-world problems during CTSO Career Development and Technical Skills events at district, state and national events. (budget funds for bus, substitutes, etc.)
- Provide opportunities for teachers to join Professional Learning Communities, such as STEM Robotics PLC, or attend district and/or state workshops. (provide substitutes and/or travel expenses.)
- Teachers participate in Project Based Learning Online Professional Development offered by FACTE (Fall and Spring 2012-13)